論校長課程與教學領導與教師專業發展評鑑標準之異同

Comparing the Differences Between the Leadership Standards of Curriculum and Instruction for Principals and Standards of Professional Developmental Evaluation for School Teachers

謝如山(Ju-Shan Hsieh)

《學校行政》 137期 (2022/01) Pp. 58-73

https://doi.org/10.6423/HHHC.202201_(137).0003

摘要

本文旨從校長課程與教學領導面向探討教師專業發展評鑑標準之異同。研究方法採文獻分析法，對於國內外課程與教學領導相關文獻，如何成為效能學校進行說明。有鑑於美國NPBEA（2015）「教育領導者的專業標準」，對於課程與教學領導的標準亦進行說明；之後再比較台北市優質學校指標、台北縣卓越學校指標與謝如山和黃增榮（2013）的國內校長評鑑標準之差異；最後比較國內課程與教學指標與教師專業發展評鑑指標的內涵。研究結果發現課程與教學領導的目的，在於要求校長需具備課程與教學的高階概念，以帶領全校教職員進行課程與教學的改變，提升全校學生達成學校的使命、願景與核心價值為目標。

關鍵字

課程與教學領導 ； 教師專業發展評鑑

並列摘要

The study aims to compare the differences between professional standards of the leadership of curriculum and instruction and professional developmental evaluation for teachers. The literature review analysis was applied. Research involving the leadership of curriculum and instruction studies were organized to illustrate the rational to become an effective school. Based upon the professional standards for educational leaders (NPBEA, 2015), the researcher also illuminated the standards related to curriculum and instruction. Furthermore, the indicators were compared among the standards of Taipei excellent schools, those of New Taipei outstanding school, and indicators of Hsieh & Huang (2013). The results demonstrated that the purposes of the leadership of curriculum and instruction intended to enquire principles to have superior vision and to take the lead in unifying teachers and staff in school to improve their professional expertise, and to enact a shared mission, vision, and core values of schools.

並列關鍵字

the leadership of curriculum and instruction ； the professional development evaluation of teachers

參考文獻

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